Quotes from Jean Piaget

for example, to see whether in the developing subject, i.e. the child, integers are directly constructed starting from class logic by biunivocal correspondence and the construction of a "class of equivalent classes" as Frege and B. Russell thought, or whether the construction is more complex and presupposes the concept of order.

In fact, objects are known only through the subject, while the subject can know himself or her- self only by acting on objects materially and mentally. Indeed, if objects are innumerable and science indefinitely diverse, all knowledge of the subject brings us back to psychology, the science of the subject and the subject's actions.

Gustavo Solivellas dice: Si un individuo es pasivo intelectualmente, no conseguirá ser libre moralmente (Jean Piaget)

For someone who constantly comes across this problem in the course of his professional activities, the question whether philosophy has the status of a "wisdom" or of a form of "knowledge" peculiar to itself is no longer an unnecessary or simply a theoretical problem; it is a vital question, since it affects the success or failure of thousands of scholars.

Thus arises the second tendency, which consists in regarding logical and mathematical relations as irreducible, and in making an analysis of the higher intellectual functions depend on an analysis of them. But it is questionable whether logic, regarded as something eluding the attempts of experimental psychology to explain it, can in its turn legitimately explain anything in psychological experience.

The principal goal of education in the schools should be creating men and women who are capable of doing new things, not simply repeating what other generations have done.

Logic and mathematics are nothing but specialised linguistic structures.

The more the schemata are differentiated, the smaller the gap between the new and the familiar becomes, so that novelty, instead of constituting an annoyance avoided by the subject, becomes a problem and invites searching.

One of the most striking things one finds about the child under 7-8 is his extreme assurance on all subjects.

From the moral as from the intellectual point of view, the child is born neither good nor bad but master of his destiny.

Our problem, from the point of view of psychology and from the point of view of genetic epistemology, is to explain how the transition is made from a lower level of knowledge to a level that is judged to be higher.

If logic itself is created rather than being inborn, it follows that the first task of education is to form reasoning.

The goal of education is not to increase the amount of knowledge but to create the possibilities for a child to invent and discover, to create men who are capable of doing new things.

Experience precedes understanding.

During the earliest stages of thought, accommodation remains on the surface of physical as well as social experience.